homework time guidelines ireland secondary school

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Homework Policy

Homework is an essential part of a student’s education and therefore plays a vital role in the learning process in the school.  The staff of St. Mary’s Secondary School place great emphasis on the setting of purposeful, well planned homework, which is designed to assist each student in reaching her full potential.  This policy is rooted in the Mission statement/aims of the school.

A wide variety of homework assignments are set by teachers. Homework will be well structured and clearly defined and may consist of

• Written work
• Research for projects and writing up of project briefs
• Preparation of material necessary for practical work in school
• Drawing / Art work

The above list is not exhaustive.

Objectives of Homework

• It provides students with an opportunity to review, consolidate and confirm the knowledge which they have received during the day.
• It allows students an opportunity to work on their own and take responsibility for their own learning.
• It creates opportunities for meaningful dialogue between home and school.
• It enables teachers to assess progress effectively, challenge pupils and identify areas of student difficulty.
• It provides parents/guardians with information on their daughters progress at school.
• It encourages students to reach their full potential with regard to their academic capabilities.
• It fosters in students positive values such as self discipline, responsibility and an interest in learning which will benefit them throughout their lives.
• Exam preparation.

Rules and Responsibilities

Board of management.

• To ensure that the policy is developed and evaluated from time to time
• To approve the policy
• To consider reports from the Principal on the implementation of the policy

Principal, Deputy and Year Heads

• To establish structures and procedures for the implementation of the policy
• To monitor the implementation of the policy
• To instruct students in homework/study skills
• To implement the policy, review homework assignments and provide feedback to students
• To keep records of homework set
• To be consistent in the amount of homework given
• To inform parents/guardians of concerns as they arise
• To ensure that homework is assessed and acknowledged
• To implement sanctions for homework not completed
• To assist students with the preparation of homework
• To set achievable standards of homework.

Parents/Guardians

• To encourage students to achieve their full potential by supporting school policy
• To ensure a quiet room where homework can be completed away from distractions of television, radio, mobile phones and other people
• To encourage students to spend sufficient time at homework and revision each night
• To check and sign journals regularly
• To encourage students to use their time wisely between study, rest and recreation.  Part-time work is a serious distraction and interferes with progress.
• To encourage students to attend study classes if provided.
• To attend Parent/Teacher meetings
• To fully support the school in any sanctions employed to deal with homework not completed
• To provide teachers with valid letters of explanation in the event of homework not being submitted.
• To record all assigned homework in assigned homework journal.  Each day students should have listed the classes they have for the day on the left- hand column and the homework, whether written or oral in the right-hand column
• To treat homework as an important part of school life that demands time and attention each day.  We recommend the following time guidelines for study:-
• First Year 1-2 hours
• Second and Third 2-3 hours
• Transition Year 2 hours
• Fifth and Sixth Years   3-4 hours

Pupils who are sitting for State Examinations/house exams will probably require more time as exam time approaches. LCA students must devote a satisfactory amount of time to the completion of project work.

• To be fully prepared for their classes.  This will require careful study at home to ensure that homework set in class, both oral/learning and written/practical is completed thoroughly to the best of their ability.
• To present written homework properly.
• To include time for study and review of what has been covered and preparation for the following day
• Weekends/breaks may be used for additional study and revision
• To prepare for homework by asking questions to identify what is important and to clarify information as the class progresses
• To ensure that Homework Journal is signed by parents/guardians as requested for checking by subject teacher – Class Tutor or Year Head when required.

In classes where homework is not completed, an appropriate and consistent sanction should be imposed by the teacher eg.

• Verbal reprimand
• Written comment in journal
• Relevant extra homework
• Contact parents – Year Head/Teacher concerned
• Standard letter to parents/guardians
• An individual teacher may detain the pupil during break/lunchtime until the work is completed

( - the above are in no particular order - )

Success Criteria

• Good quality homework is being presented
• There is a reduction in the pressure on students in relation to homework
• Parents/guardians, teachers and students are satisfied with the effectiveness of the policy
• The goals are being attained

Monitoring Procedures

• Principal, Deputy Principal and Year heads will conduct ongoing monitoring through informal discussion with students and subject teachers, and through homework spot checks, and will note feedback from students, teachers and parents/guardians.
• Subject Departments will review implementation at regular intervals.
• Principal and Deputy Principal may meet with Subject Departments, Year Heads and pastoral Care personnel at regular intervals.

Review Procedures

The policy will be reviewed after two years.  The review team will comprise of the Principal, Deputy Principal and Year Heads.

• Views and experiences of teachers, students and parents/guardians will be surveyed in relation to the success criteria
• The progress of students with special educational needs will be given particular consideration

This policy has been formulated following collaboration and consultation with staff, teachers, pupils, parents/guardians and Board of Management.

Ratified 02/06/2009

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Homework & Study Policy

Presentation Secondary School, Wexford aims to provide the best possible environment in which to facilitate the cultural, educational, moral, physical, religious, social, linguistic and spiritual values and traditions of all students. We show special concern for the disadvantaged and we make every effort to ensure that the uniqueness and dignity of each person is respected, and responded to, especially through the pastoral care system in the school.

• We strive for quality in teaching and learning. The main objective of teaching in our school is to increase the knowledge, understanding and skills of all students. Learning, the process to acquire knowledge and these skills, is built upon and shaped in the classroom learning environment.
• The Homework and Study policy is a guide for students, teachers and parents on how to improve classroom learning and fulfil students’ true potential. It is intended to foster self-discipline, independent learning and encourage students to take responsibility for their own learning. Learning is a lifelong skill and many strategies can be employed to improve learning. Homework reinforces and extends classroom learning. Assessment for Learning helps students to manage their learning. Study and revision embed that learning.
• It is essential that students engage and participate in the learning process. To assist learning students need to develop good classroom skills, learn to plan, manage and organise their work and time at home, develop strategies to improve learning and memory and refine study.

Pleas see full policy below:

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School Curriculum

Dáil Éireann Debate, Wednesday - 24 March 2021

Wednesday, 24 March 2021

Questions (845).

Holly Cairns

845. Deputy Holly Cairns asked the Minister for Education the position regarding the pedagogical value of homework for primary and post-primary students; the way in which research in the field informs teaching and learning practices; and if she will make a statement on the matter. [14326/21]

Written answers

Minister for Education

The Department of Education does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level to arrive at its own homework policy. In keeping with good practice, the process of drafting a homework policy should involve consultation with teachers, parents and students.

Although schools are not obliged to have a published policy on homework the Department does acknowledge that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time.

For those students/pupils that are still learning remotely, teachers should ensure that pupils are given opportunities to make real progress in developing their knowledge, skills and understanding across the curriculum. Guidance from the Department states that it is important that all teachers provide specific teaching input to their students/pupils to support them as they continue their learning engagement, this will vary between the work that the teacher will ask students/pupils to do independently and direct teaching by the teacher.

In relation to research on homework, the National Council for Curriculum and Assessment (NCCA), in consultation with the National Parents Council, commissioned some research in 2018 on Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years with Homework a significant theme in this work. This research was published in 2019 and is available on the NCCA website: www.mie.ie/en/research/parental_involvement_engagement_and_partnership_in_their_children%E2%80%99s_education_during_the_primary_school_years/ .

Homework is see as promoting a partnership between the school, the child and the parents The research  looked at the following areas ?  

- The home learning environment

- The role of homework

- Homework and achievement

- Parental involvement with homework

Children’s voice on homework

In terms of recommendations related to homework, the following are detailed:

- Additional opportunities could be provided for parents and teachers to discuss how to support children’s language development in the home. This could begin with a conversation about homework

- Although there is evidence of good homework practice in schools, there is a need for national guidance on homework in relation to time, content and method that suits children best, according to research in the field

- Schools need to review homework policies and to ensure a whole-school approach is applied in relation to homework

- Entertaining and interactive oral language games and activities should be incorporated into children’s homework

- In planning homework, schools might take into consideration the demands on children's time to do planned activities outside of school and the importance of outdoor free play opportunities for young children

- Schools might consider removing homework from junior infant classes with the exception of story-time/reading to/with children

- Colleges of Education might consider a module on parental involvement in their children’s education and to include a focus on homework in the module. This is already happening in some Colleges of Education.

This research is being  taken under consideration in the review and redevelopment of the Primary Curriculum currently underway by the NCCA.

Post Primary

The Framework for Junior Cycle (2015) outlines a comprehensive range of approaches to teaching, learning, and assessment which has been informed by engagement with the educational partners and by national and international research. This includes an approach to assessment which emphasises that the primary purpose of assessment at this stage of students’ school lives should be the support of learning. In this context, the Framework advises that teachers and students engage in ongoing assessment activities as part of classroom practice that can be either formative or summative in nature.

Schools are to use a range of assessment methods for formative and summative purposes which emphasise the interlinked and complementary nature of the assessment process at junior cycle. The Framework highlights that students’ homework assignments, project work, and tasks will each have significant formative potential as the teacher gives regular feedback to students on their work. They will also provide opportunities for teachers to take stock and make judgements about how well a student is progressing in their learning.

In addition, the National Council for Curriculum and Assessment (NCCA) has supported significant research into students’ experiences of senior cycle education, including homework. The Council is currently completing its review of senior cycle education which will be informed by this research. One of the units explores how developing student reflection can allow students to take more responsibility for their own learning and progress. It presents lots of strategies that you can use or adapt when helping students to reflect on their learning. While it doesn’t reference homework, supporting students to reflect on learning should underpin the design of homework tasks.

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Supporting Parents Every Step of the Way

HOMEWORK – How much time should your child spend on it?

The age old question of how much time should be spent on homework troubles most parents. We need to strike a balance on the amount of time that should be spent by the child and the quality of the time they should spend on this task. We also need to know how to support our child with the homework without ‘taking over’ the task. 

We spoke with Tom Cunnane, principle of Kill National School on the subject.  We first asked why did children get homework.  “The idea behind giving a child homework is to consolidate what has been done in the classroom, to promote independent learning.  It also helps to keep parents in touch with the child’s school work” says Tom.  He continued, “parents should be careful to support the child in doing their homework.  This support is provided by ensuring that you agree a suitable time for homework with your child.  You should also ensure that the child has a suitable place to work with minimum distraction (e.g. don’t have the TV on in the room).  Show an interest in what you child is doing and if required by the school, sign the homework.”   When asked what a parent should do if a child is having difficulty with homework, Tom advised that you should try to help the child with the issue and also speak to the class teacher immediately.  “With the new structure in classrooms in terms of mixing children with special needs in general classrooms, the teachers will very often differentiate homework to suit individual children’s abilities.  This system has to work for every child so if your child is having difficulty, the teacher may be able to give homework to suit your child’s capabilities”, said Tom, “therefore it is always important to keep in contact with the teacher if there are any homework problems”. 

So how long should your child spend doing his/her homework?  At second level, the recommended times are printed in your child’s school journal and these act as guidelines for the students and parents.  For primary school children, most schools also print the recommended times in the school journals so you can check this.  Tom Cunnane recommended the following guidelines: 

Junior/senior infants-   no formal homework, perhaps some colouring or word cards but not much more. 

1 st  & 2 nd  class-              20 minutes 

3 rd  & 4 th  class-              30 minutes 

5 th  & 6 th  class-              maximum of 1 hour 

Tom recommends that if you are satisfied that your child has worked diligently for the recommended times above and still has not completed the homework, you should stop the child and write a note to the teacher explaining this.  This helps the teacher to also gauge how much homework to give. 

For second level students, as we have said previously, check their journals for recommended times.  Also, given that they are older and have more maturity, you do not need to supervise their homework as closely as primary level but providing the correct environment is still vitally important.  It is important that you check their journals every week to ensure that they are handing in homework assignments and that there are no issues around the quality of the homework completed.  Most journals provide a weekly summary page where teachers can record issues so a weekly check on these pages will provide you will information on how your child is performing. 

Homework Guidelines

This set of summary guidelines applies to the entire school community including students, parents and teachers. We encourage the active involvement and participation of all in developing coherent approaches to this important aspect of student development.

This is work assigned by a subject teacher for completion by the student outside of school time. It may be written, oral, aural, reading, project-based work or revision work. It will be challenging and purposeful and enhance pupil motivation. It should be coordinated, regular, marked promptly and accurately and followed with relevant feedback.

The purpose of this set of guidelines is to inform the school community of the school’s position regarding homework. The aim is to assist and encourage students to develop to their full potential in an atmosphere of cooperation and mutual respect. The final responsibility for satisfactory completion of homework rests with the learner. Regular homework is a valuable aspect of the learning process and contributes to the development of sound study skills. It consolidates and supplements in the work done in class and promotes independent learning and creativity. It strengthens Home/School links and offers those at home insights into what is being taught in the classroom.

Expectations

Teachers expect that:

• Students record homework.
• Students make an honest effort to complete homework fully and on time.
• Students have adequate facilities to enable them to do homework.
• Students absent due to school-related activities (e.g. matches, debates etc.) must ensure that homework set in their classes is completed.
• Parents will support students in carrying out assigned homework.
• Parents will examine the homework journal regularly.
• Parents will furnish an explanation note if homework is incomplete or not done because of a particular domestic issue.

Students may expect that:

• Homework in each subject area will not take up an unreasonable amount of time.
• Adequate allowance is made for time-consuming homework such as essays, projects etc.
• Homework is related to class work.
• Homework is fully explained.
• Homework is corrected and that feedback to students is positive and constructive.
• Adequate time is given for the recording of homework.
• Parents may expect:
• To be requested to check journals regularly and to sign comments regarding homework.
• To be kept informed of difficulties regarding homework.
• To be given the opportunity to discuss homework problems with a relevant teacher.

Duration of Homework

We suggest the following only as a broad guideline regarding the duration of homework based on best practice and is not definitive;

• 1st Year 1 ½ hours
• 2nd Year 2 – 2 ½ hours
• 3rd Year 2 ½ – 3 hours
• 5th Year 2 ½ – 3 hours
• 6th Year 3 – 4 hours

If a student fails to attempt work or shows an obvious disinterest in doing same, teachers will note the first offence in the teacher’s handbook and student journal.

In the event of repeated failures to do homework, the teacher will apply the agreed sanctions within the school code of behaviour and maintain records for future parent interviews.

Parents will be contacted when a student regularly fails to present appropriate homework.

Staff will monitor the practice of homework in the school. Amendments to best practices will be made in the context of school review.  

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St. Patrick’s National School, Glencullen

Mol an óige agus tiocfaidh sí

Homework Policy

St. Patrick’s N.S. School Policy on Homework.

This policy was devised in 2011. It has since been reviewed in 2015 & 2017.

It can also be downloaded from the following link: Homework Policy

Homework is given as a means of revising and consolidating the work done in school. We would advise you to check your child’s work and remain in regular contact with the child’s teacher by signing homework as necessary.

We believe the purpose of homework to be the following;

• To reinforce, review and practise skills & content knowledge covered in the classroom
• To give the child confidence in completing tasks that use newly acquired skills in the classroom and develop their own learning decisions
• To develop skills of independent learning, problem solving, time management, organisation, task completion, study skills, responsibility & resilience in our students
• To allow parents to be an active partner in their child’s homework and to offer one to one support where necessary. Parents can follow how their child is progressing and spend time discussing their personal learning.
• To allow teachers to assess a pupil’s progress when working independently of class support
• To encourage creativity, research skills and differentiated learning experiences through project work
• Reading is acknowledged as a very important aspect of all learning. Reading regularly at home from the early years cultivates a time for discussion, for sharing ideas, for improving fluency as well as deepening vocabulary & comprehension skills and developing children’s opinions.

The following points should also be noted with regards to homework.

• Set aside a quiet regular time for homework.
• The child should be sitting comfortably at the table.
• Encourage your child to keep books and copies clean and tidy.
• If your child is working independently, be available to help and show interest in what is being done. Praise your child’s efforts at every opportunity.
• If your child is persistently having problems with homework, contact the class teacher and discuss the difficulties.
• Homework Journals should be signed each night by parent or guardian. If for any reason homework cannot be done, let the class teacher know by writing a short note.
• Do not allow children to watch T.V while doing homework.
• If when working with your child you feel yourself becoming impatient, stop. Take a break. Homework should not be stressful for either parent or child.

While homework is given with the average child in the class in mind, obviously some children will get it completed more quickly than others. Remember that work completed quickly and carelessly is not work completed properly.

When considering the amount of time spent on homework, one must not include time spent on doing another unrelated activity e.g. wandering off to play. Time spent depends on the child’s concentration, ability and application.

Here follows the recommended homework times which should operate in normal circumstances and keeping the above guidelines in mind.

• Junior & Senior infants – 15 mins max
• 1 st & 2 nd Class – up to 25 min max
• 3 rd & 4 th Class – up to 35 mins max
• 5 th & 6 th Class – up to 45 mins max

Please stop when your child reaches the maximum time limit and record in journal for his/her teacher to see.

2017 Whole School Homework review

Following an extensive review of our homework practices in 2017 with feedback from pupils, parents and staff, a number of changes were brought about including the following;

• Homework will be delivered weekly.
• Quantity of homework was reduced in all classes.
• Homework will be reduced in December and June to facilitate busy lives and good weather.
• Senior class Projects will not be given parallel to regular homework. Instead written work will be removed during project/research homework. Again nightly reading should continue especially with older pupils.
• Parental requests for parental support with Gaeilge and senior Maths will be provided

A copy of the final outcome letter is included in Appendix A. A copy of all data from all surveys conducted during this extensive review is kept on file.

We have a policy of giving homework from Monday – Thursday. Weekends are homework free provided homework has been completed on Monday to Thursday.

Ratified By: ______________                       Date:___________________

Bray, Co. Wicklow, Ireland A98 F652

Registered Charity Number: 20014322

Homework provides the children with the opportunity of revisiting learning experiences encountered during the school day and of practising the skills and concepts associated with those learning experiences. In the senior classes some homework is designed to challenge the children’s ability and provide opportunities for creativity. The children are expected to do their homework to the best of their ability – no more, no less.

Why give homework?

• To reinforce what the child learns during the day.
• To provide a link between teacher and parent
• To develop a child’s concentration skills and to develop a work ethic

How often is homework given?

• Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays.
• Homework will be given on Fridays in all classes if homework has been neglected during the week
• Sometimes at the discretion of the class teacher or the principal, children are given “homework off” as a treat or as acknowledgment of some special occasion.
• Please note extra homework may sometimes be given during the week or at the weekend if a child has not completed their homework, has not made a suitable effort or has presented untidy work.

What is the content of homework?

• Ideally homework will contain a balance between reading tasks, learning tasks and written tasks.
• This balance is not always possible and can vary considerably from day to day. However, it should be noted that homework time devoted to reading and learning is as important as written work.
• Homework will regularly contain reading, spellings, tables, written work, pieces to be “learned by heart”, drawing/colouring, collecting information/items and finishing work started in class.
• Children often feel that reading and “learning by heart” is not real homework. Parents can play an important role in listening to reading and items to be learned ensuring this work is done well.

How much (time) homework? The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year. It is important to remember that it is the quality and not the quantity of homework that matters. The following are general guidelines only: Junior Infants Maximum time homework should take: 10 mins. No formal written homework given in Junior Infants. Children are sometimes asked to bring in objects or pictures related to class topics. In the 2 and 3 terms parents are asked to do shared reading with their children. The children take home books to ‘read’ with parents. Parents are also asked to work with their children on basic sight vocabulary (lists provided by teacher ) Children are also given a name card to practise correct letter formation.

Senior Infants Maximum time homework should take : 10 – 15 mins. Reading to be completed nightly with parent’s assistance and supervision. Reading record to be signed by parents to indicate that homework has been done. Unfinished class work may be sent home to be completed. First Class Maximum time homework should take: 25 mins. September: Reading and spelling only. October – June: Reading Spellings 1 piece of the following: Spelling Workbook. Maths  Workbook.

Second Class Maximum time homework should take: 30 mins. Tables: 4 tables e.g. 1 + 0 to 1 + 4 Maths: 5 approx. Reading: 2 – 4 pages Spelling: 3 – 5 per night Written work from time to time, mainly finishing off workbooks / stories. Third Class Maximum time homework should take: 40 mins. Tables: Revision or new Spelling: 5 or 6 ( English and Irish ) Maths: English: 3 – 5 sentences ( Skills Book, Spelling Workbook or equivalent ) Reading: 1 or 2 pages Research / project work from time to time. Fourth Class Maximum time homework should take: 50 mins. Spellings: English and Irish Maths: Tables 2 pieces of written work Reading Research / project work from time to time. Fifth Class Maximum time homework should take: 1 hour ( less at beginning of year ) Fifth class homework is viewed as a form of preparation for homework in Secondary School. We often give homework that will not be requested from the girls for a week or more. Pupils learn to organise homework time i.e. 20 / 20 / 20 rule applies 20 mins learning (sp. tables, poetry etc. ) 20 mins. Maths 20 mins. Written work Sixth Class Maximum time homework should take: 1 hr. 15 mins. 2 pieces of written work, which may include some reading. Spelling in English and Irish Maths and tables ( 20 mins. approx.) A piece of learning most nights ( poetry etc.) Occasionally homework time may also be spent working on their Reading Journal, Response Journal or Writing Portfolio From time to time projects and research may be assigned. This work will be spread over a number of nights / weeks. Corrections from previous work and tests do not constitute part of homework time. Unfinished work in school may be given in order for each child to keep up to date with class work. Learning Support Learning Support teachers will have a special programme of work for those children needing additional support. This programme can be arranged with parents to suit each child’s individual needs. Leisure Time Reading A recent survey by the DES (2005) highlights the importance of cultivating the habit of independent reading. Leisure time reading is essentially an out of school activity yet it does not easily fit into our homework model. How can we foster and develop this habit in our children?

• Encourage children to choose books independently.
• Talk to children about their choice of books and be aware of what they are reading in their spare time.
• Encourage children to spend time reading on a regular basis. This should include weekends and holidays.
• Library books should be brought back each week on the appropriate day. Every child should have a book for silent reading in class and one to read at home. Some children are well able to cope with reading two books concurrently. For others this is too confusing and so they need help organising themselves for their reading activities.
• Continue reading aloud with your child as long as he or she considers it an enjoyable activity.
• Let your children see you reading.
• Join a public library.

Reading introduces us to diverse worlds and thoughts and gives children the opportunity to confront powerful emotional experiences in a safe environment. Reading allows us to share in the experiences of others and to learn from them. The cultivation of a regular reading habit privileges a child with a life enriching habit that will prove both pleasurable and valuable.

How much help should parents give? Parents should try to help their children with homework by:

• providing them with a suitable place and time to do their homework
• endeavouring to prevent interruptions or distractions to the work, like T.V. or other children
• Children should do written homework themselves and parents should only help when the child has difficulty.
• If a child has difficulty with homework, the parents should help the child to overcome the difficulty with further explanation or examples, but not by actually doing the homework for the child.
• If a child has substantial difficulty completing a particular task within a reasonable period of time (15 minutes), the task should be left uncompleted so as not to cause frustration and anxiety for the child. A note explaining the difficulty should be given to the teacher so that the problem can be addressed the following day.
• Shared reading is not homework in the regular sense and it is simply meant to be an enjoyable exercise between parent and child. If it’s not enjoyable, shared reading should not be done.

How often should parents monitor homework?

• Parents should check and sign a child’s homework journal every evening.
• The pupil’s journal is an important record of the child’s homework. It is also a valuable means of communication between parents and teachers.
• Ideally, all written messages to your child’s teacher should be put in the homework journal
• Please check that your child records the homework neatly on the correct page and ticks each item of homework when completed.

How often do teachers monitor homework?

• Teachers like to check homework on a daily basis.
• As children get older and learn to work independently, some items of homework are checked less often e.g. every second day or once per week.
• Children themselves under the direction of the teacher may check some items of homework (and classwork). This can be a useful part of the learning process for children.

When should parents communicate with the teachers about homework?

• When your child cannot do homework due to family circumstances
• When your child cannot do homework because she/he cannot understand some aspect.
• If the time being spent at homework is often longer than the recommended amount of time.

When should homework be done? Ideally, homework should be done soon after school while your child is still fresh.

Afternoon angst: is homework really necessary?

Forcing primary school children to do set homework does not improve academic outcomes and causes stress to both children and their parents, say educators.

US analysis of research found that, for children aged under 11, there was no link between homework and improved academic achievement. Photograph: iStock

It’s hard to know who hates homework more: teachers who have to set and correct it, children who have to do it or parents who struggle to make sure it’s done.

Yet, most persevere, with the belief it’s a necessary and beneficial part of schooling. Or is it?

The current system of primary school homework in Ireland is a "scandal", according to one Dublin teacher who has studied the effectiveness of home assignments.

It is failing children, teachers and parents "and you could say it is failing the country", says Martin Stuart, a teacher who specialises in learning support at Talbot Senior National School in Clondalkin, Dublin. "Kids are not enjoying the learning and they are more stressed than they should be."

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After reviewing international research for a post-graduate diploma at DCU, Stuart led a revamp of his school’s homework policy through consultation with other teachers, special needs assistants, pupils and parents. Schools are free to devise their own approach to homework and while they are not obliged to have a published policy on the matter, the Department of Education says having one and reviewing it regularly would be considered best practice.

“It is not teachers’ fault that homework is the way it is at the moment,” says Stuart. He blames the department for its lack of guidance for teachers and support for parents.

“This scandal includes the department’s apparent indifference to overwhelming research that homework has zero effect on achievement for under 11s,” he says.

Reference to such research is included in a new study commissioned by the National Parents Council Primary (NPC). Entitled "Parental Involvement, Engagement and Partnership in their Children's Education during the Primary School Years", some of its findings will be presented at the NPC's annual conference in Dublin this Saturday, June 8th.

Academic achievement

One US analysis of research found that, for children aged under 11, there was no link between homework and improved academic achievement. Another study pinpointed how positive outcomes for homework depended on its appropriateness and suitability for the child, as well as clarity of content and purpose.

The literature on homework suggests the key to academic success does not rely on the amount of homework but rather on how students engage on homework

"The literature on homework suggests the key to academic success does not rely on the amount of homework but rather on how students engage on homework," comment the authors of the Irish study, which was funded by the National Council for Curriculum and Assessment.

This is not the first time the parents’ council has tried to kickstart debate around homework. It conducted an online survey of more than 5,000 parents in 2016, the results of which illustrated the extent of homework angst in Irish homes.

Some 58 per cent of parents of children in the four to seven age group said doing school assignments at home caused the children stress some or all of the time. That rose to 65 per cent among parents of older primary-school children. Almost one-third of parents (31 per cent) said homework caused grief for the whole family.

Three years on, the NCP's chief executive, Áine Lynch, hopes that with this new research in an Irish context by a team at the Marino Institute of Education, "we have a sense now of where we need to go".  "We know from all the research that the home-learning environment is really, really important for children in terms of their outcomes," she says. "When we look at the attitudes towards homework, we are almost setting up the home-learning environment to be one that is negative."

The notion of just abolishing homework for younger children is gathering popular support. But the parents’ council believes that if homework is used properly to link home and school learning, it can have a very positive impact on children.

“They will see that their home and school is connected and they will see that the important adults in their lives are connected.”

Stuart is not in favour either of scrapping homework for under 11s. Rather, he sees great potential if schools would only change their approach.

“If you give kids choice, they can excel and they want to excel. Then they are very proud of themselves and they love showing off and they love learning.

“But if you give everybody the same homework, and aim for the middle of the class, then you are going to have many kids who are becoming discouraged, so that is demolishing their natural love of learning.”

Reduce stress

That’s why “enjoyment” is an explicit aim of his school’s new homework policy, which was ratified by the board of management last October. It is intended to reduce stress and increase the level of learning among the approximately 300 pupils.

“Instead of guidelines for how long homework should take – as teachers always underestimate that – we have introduced time limits,” explains Stuart, who will speak at the NPC conference. “So, children and parents are free to stop after 30-40 minutes in 3rd and 4th class and after 40-50 minutes in 5th and 6th class.”

The question of providing choice is up to each individual teacher in the school’s 14 classes, ranging from 3rd class to 6th class. While some teachers offer options, others don’t yet.

"It's the number one thing kids want," says Stuart, who has set up a website (effectiveforall.blogspot.com) to share his findings and ideas.

Homework choice can come in the level of challenge and/or in the content. Or it may be in the way students demonstrates their learning. For example, some are creating YouTube videos, such as an “eye witness” report from the French Revolution.

“Nobody told them to do that, or suggested it,” says Stuart. “They are having fun, really getting into it and learning lots.”

The role of parents in effective homework is to be a sounding board for their children, he says.

“They are not meant to be teachers and they shouldn’t be expected to police homework. But what would be beneficial, and this is proven, is asking questions that help children clarify and summarise what they learned, such as ‘What did you learn in maths? Tell me. Show me’.”

The Clondalkin school is in the process of consulting parents for a review of the new policy one year on but Stuart can report that “there have been very few parents coming in during the year complaining about homework”.

Martin Stuart with pupils at Talbot Senior National School in Clondalkin, Dublin. Photograph: Tom Honan for The Irish Times.

All the indications from pupils’ feedback so far is that the attitude to homework is improving.

“We have found enjoyment is up, but not enough, and stress is down, but not enough,” he says. “The kids like the content more, which is great, but still not enough. We still have lots to do.”

To improve matters, you need to ask the right questions of children and really listen to what they’re saying.

Kids are crying out for more exercise homework and art homework – fun activity that also boosts learning

“Kids are crying out for more exercise homework and art homework – fun activity that also boosts learning.”

Stuart believes that questioning of the traditional approach to homework offers a huge opportunity. If Minister for Education Joe McHugh wants to be “a hero”, it wouldn’t take much for his department to produce guidelines, he suggests.

“There are already research-based guidelines out there but Ireland doesn’t have any so teachers aren’t taught them. Teachers do what is traditional to them and, unless you’re taught something better, it just continues as is.”

What teachers need, he continues, is a summary of research and guidelines on how to do homework; exemplars on what is and isn’t good; a menu of ideas for various class levels and subjects and a way to assess what the pupil has done.

The department’s inspectors, he contends, never ask about homework because, in the absence of any guidelines to follow, they are not required to.

A word-search on the 10 most recent whole-school evaluation reports of primary schools on the department’s website shows that nine had no mention of homework, while one suggested a school needed to get more feedback from parents on issues such as homework.

A spokesperson for the Department of Education confirms there are no department circulars or guidelines regarding homework for primary school pupils. “While inspectors might talk to teachers and pupils about homework, the evaluation of the implementation of homework policies and practices is not an integral part of the inspector’s evaluation process.”

Currently, he adds, there are no plans to formulate guidelines/policy on homework in primary schools.

Stuart believes that in years to come, Ireland will have official homework guidelines. So why not now?

“I want children to experience the love of learning; to experience success and not discouragement. To have homework that is enjoyable and not stressful,” he adds. “It wouldn’t take much.”

Lynch echoes Stuart’s comments on the need to pool ideas for more creative homework, rather than leaving it up to individual teachers.

“You go into schools and there are many, many examples of teachers doing really good things, but they’re just in that class,” she says.

“We spend a huge amount of time and resources on developing the curriculum in school yet we know from the research that up until between ages seven and nine, what happens in the home has more of an impact on the learning outcome for children than what happens in school and we don’t spend any time on how to support teachers to support this link.”

Home-learning curriculum

The NPC would like to see development of a home-learning curriculum, with more creative learning linked to the home rather than just doing more of the same from the classroom. To devise homework that draws on the many learning opportunities outside school.

“Some of the things that are already happening in families, when they are done with intention, are really good teaching opportunities,” Lynch says. “The thing is the teachers are not being supported to find those opportunities and the parents are too busy to notice them.”

For example, asking the child to teach the parent something they learned in school that day. “If they teach it, the learning is ingrained.”

Lynch also reminds parents they can have a say in schools’ homework policies through their parents’ association (PA), which should be meeting the principal regularly. She would like to see PAs putting it on the agenda for discussion in the wake of the conference.

After all, it’s in everybody’s interest if homework can become much more about the “buzz” of learning, rather than a dreaded weekday drudge.

The NPC's education conference "Tomorrow's World: Parents supporting children's futures" takes place at the National College of Ireland, Dublin 1, this Saturday, June 8th, 10.30am-4pm. All parents of primary-school children are welcome to attend and admission is free. See npc.ie to register

Tears and meltdowns: parents’ homework stories

Hilary Lawrence never found it easy to get her eldest child to do maths homework and they would often end up in an hour-long stand-off in the kitchen, with her pleading with the six-year-old to "just do it, why are we still here, why aren't you just doing it . . ."

After a particularly bad evening, when both had been crying "I can't do this anymore", she mentioned it to her daughter's teacher at the Educate Together School in Carrigaline, Co Cork. The teacher was shocked and said this was never the intention and if her daughter wouldn't do it after 10 minutes, she should just stop and report back.

Lawrence can laugh at the memory now as she explains this was a turning point for her adopting a more relaxed attitude to the completion of homework by her two children, now aged nine and 11. She tries to avoid having any arguments over it now.

“Generally, they are very good. They’ll come home, take a break and then do homework.” But if there are days where they’re very tired and cranky and it’s becoming a battle, Lawrence will tell them they needn’t do it but suggests they do something else, such as reading, writing a story or drawing pictures about something they are particularly interested in.

She will then write a note to say homework wasn’t completed and to explain what was done instead. “They are happy enough about that because it’s not happening every day.”

Teachers have always explained “homework is a revision thing”, she says, “so obviously it’s not vital to the future of their education that they do their homework. But when they get to secondary school it won’t be revision, it will be part of the learning process. So, I think the important thing is that they learn the responsibility of coming home and having to do it.”

She recognises there are issues with the current nature of homework, which is why she is flexible about it, but she still values it as a way of showing children the importance of independent learning and how nobody can do it for you.

Meanwhile for Miriam Meredith, the mother of four children aged 20, 10, nine and four, issues over homework was one of the reasons she took her two middle children out of school to educate them at home in Co Laois.

Matters came to a head for her second youngest child, who has a diagnosis of ASD and ADHD, while he was in second class. He was doing fine academically at school but he would really struggle with homework that involved things like putting words into sentences, or comprehension.

“It could take him over two hours to do homework,” says Meredith. She explained this to staff at the school who all said that wasn’t right but she felt nothing was being done in the long-term to sort the situation.

Although she gave her son movement breaks every 10-15 minutes, as he would get at school, he was still having meltdowns over homework, which was taking up all afternoon and meant he couldn’t go out and play with friends. He would be shouting in frustration that he didn’t want to do the work and asking why he had to do it.

“It was really out of character for him,” she says. It got to a point last June where she felt neither of the children was happy at school and that “life was too short for this”.

Considering the grief homework was causing, Meredith’s decision to home-school her children might sound counter-intuitive but she reports her son “has come on so much” over the last year. “I get things that would capture his imagination.”

When he was in school, he had an aversion to reading but now he really wants to learn. “A lot of the books that were sent home he had no interest in.”

Children need time running around, she adds, “exploring and figuring things out in a natural setting”.

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